LGBT 5 - Stage 5 - Ardel Thomas

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Student self-assessments ( such as reflective journals and surveys)
  • Student focus groups
Assessment DescriptionThrough analysis of midterm exam, student focus groups, and student in-class writings that were reflective, I was able to assess all four major learning outcomes.

A. Recognize and examine mythos as constructions which are animated by a political and

social context.

B. Analyze a broad range of modem queer mythos - discourses which perpetuate an

understanding of modem lesbians, gays, bisexuals and transgender persons.

C. Identify and analyze different queer myths, such as the Stonewall riots, and recognize

their role in the creation of a unified community.

D. Compare and contrast assumptions implicit in queer myths within different historical,

social and political contexts.
Learning OutcomesALL
Number of Students45
Data SummaryI have summarized the data from Fall Semester. Three of the four SLO's had an 80% or better rate of success. It has become clear that I need to include more explanation and readings regarding SLO D: Compare and contrast assumptions implicit in queer myths within different historical, social and political contexts.

Data Analysis

Data Shared With
  • Faculty and staff in my same department
  • Faculty and staff from other colleges
  • Note
  • LGBT 5 is a course that I also coordinate with Napa Valley College
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
  • Shared documents files
Next Steps PlannedI have decided that we need more in-depth presentation via lecture as well as supplemental readings on SLO D.
Learning OutcomesALL

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Created or expanded existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials)
  • Engaged in professional development about best practices for this subject
DetailsMore class discussions; re-examined grading criteria and exam questions that were more vague; revised midterm and final projects; changed lectures to bring them up to date; included more online reliable resource research websites; attended the Expanding the Circle LGBT Educator's Conference to work on professional development and best practices in the discipline.
Learning OutcomesALL

Other Activities

DetailsIn coordination with Napa Valley College and their new LGBT Certificate Program, I am now working with Dean Greg Miraglia on our SLO's between the two schools.
Learning OutcomesALL

LGBT 9 - Stage 5 - Mark Piper

Assessment Activities

Assessment Methods

Analysis of exam, quiz, or homework items linked to specific learning outcomes

Assessment DescriptionI conducted a survey at beginning of semester and conducted assessment in the midterm exam.
Learning OutcomesSLO A - Evaluate the LGBT tration in World History; categorize language and sexual terms; describe the Kinsey Scale and Social Science Toolbox
Number of Students25
Data SummaryThe survey indicated 68 percent of the students answered correctly; while the assessment conducted at midterm indicated 91 percent of the students answered correctly

Data Analysis

Data Shared With

Faculty and staff in my same department

Data Sharing Methods

Email

Next Steps PlannedWith a 91 percent assessment success rate, I see no needs or issues that need addressing
Learning OutcomesSLO A - Evaluate the LGBT tradition in World History; categorize language and sexual terms; describe the Kinsey Scale and Social Science Toolbox

LGBT 11 - Stage 1 - M. Brownsey

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
Assessment DescriptionTesting & the grades awarded: Exams, Mid-Term & Final and a term paper.
Learning OutcomesALL.
Number of Students21-22
Data SummaryStudents need more guidance for the term paper assignment.

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
  • Study Guides
DetailsStudy Guides, to help a younger student demographic focus on core concepts on assigned readings. Voluntary use.
Learning OutcomesALL.

LGBT 12 - Stage 2 - M Brownsey

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
Assessment DescriptionSimilar to LGBT-11: the grades achieved by exams, mid-terms & final and a term paper. Engagement with group exercises to help apply critical concepts to the film screened.
Learning OutcomesALL
Number of Students25-30
Data SummaryMajority of students achieved passing grades, most failing grades were students who stopped coming to class and did not withdraw themselves.

Data Analysis

Data Shared With
  • Faculty and staff in my same department
  • Students
Data Sharing Methods

Face-to-face meetings

Next Steps PlannedIf LGBT-12 is offered in the Fall 2013, like LGBT-11, I plan to implement a non-optional 'Paper Outline & Thesis Statement' as students papers appear to need more structure/guidance.
Learning OutcomesALL

Changes

Categories
  • Increased use of class discussions and in-class group work
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
DetailsStudy Guides, to help students focus on core concepts.
Learning OutcomesALL.

LGBT 15 - Stage 4 - Ardel Thomas

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
  • Student focus groups
Assessment DescriptionA. Compare and contrast writing from different historical periods in order to ascertain the

various cultural, political, and social contexts within which LGBT individuals have lived

in the past.

B. Analyze and evaluate autobiographical and literary texts from various periods ranging

from classical literature through the mid-20th century.

C. Identify and analyze homophobic structures related to religion and politics in different

historical periods as reflected literature and the arts.

D. Identify and analyze personal strategies and social patterns developed by LGBT

individuals to provide protection and enable expression.

E. Identify various geographical centers ofwritten and artistic expression and analyze

conditions in these centers that were conducive and/or adverse to freedom and creativity

for LGBT individuals including the ways that colonialism complicated these expressions.

F. Identify and analyze, both in classroom discussions and in written assignments, major

periods in the evolution ofLGBT cultures and identities from the classical period through

the mid-20th century as reflected in literature and the arts.
Learning OutcomesALL
Number of Students35
Data SummarySLO's A, B, C, E and F had an 85% student understanding. SLO D had a 70% understanding. Through examination, in-class writing, discussion and student focus groups, I was able to ascertain the percent of success.

Data Analysis

Data Shared With
  • Faculty and staff in my same department
  • Faculty and staff from other colleges
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedSince LGBT 15 is offered in-person and online, the implementation of changes online has started this semester. In-person will begin next Fall. I decided to re-work some of the online lectures this semester and to re-focus some of the reading materials as well as the midterm and final projects.

For in-person in Fall 2013, I intend to focus lectures more specifically to the one outcome that fell under 80% success.
Learning OutcomesALL

Changes

Categories
  • Revised course assessment content and methods
  • Increased use of class discussions and in-class group work
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Created or expanded existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials)
  • Engaged in professional development about best practices for this subject
DetailsRe-examined course texts and changed accordingly. For the in-person class, discussion and small groups were a focus - students became responsible for discussion questions, which made everyone more accountable. Outside of class, students had the opportunity to go to museums such as the GLBT Historical Museum. My lectures changed with new research that has come out. I introduced students to new online websites that are outstanding for reliable research sources. I attended the Expanding the Circle LGBT Educator's conference where we talked about new teaching methods.
Learning OutcomesALL

Other Activities

DetailsWe focused on being able to compare LGBT artistic and cultural communities around the globe and through time. One focus was to read a novel by a contemporary writer who authored a fictionalization of historical events. Students were asked to focus on past and present issues which is one of the main features of the SLO's for this class.
Learning OutcomesALL

LGBT 20 - Stage 4 - Ardel Thomas

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
  • Student focus groups
Assessment DescriptionWe assessed student's comprehension of the intersections of race, sexuality, gender identity and socio-economics within a U.S. art and cultural context. We also assessed student's understanding of "coded language" and a necessity for artists to "closet" their work.
Learning OutcomesALL
Number of Students40
Data Summary85% of the students had a good grasp on the intersections of race, gender, sexuality and socio-economics throughout U.S. art and culture.

65% of the students had a good grasp on issues of "coded language" and "covering".

With this data, it becomes clear that coded language is something we need to re-assess

Data Analysis

Data Shared With
  • Faculty and staff in my same department
  • Faculty and staff from other colleges
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Email
Next Steps PlannedWe decided that by the time this course is offered again in Fall 2013, we will need to re-vamp the lectures and give readings that explain the uses of coding and coded language better.
Learning OutcomesALL

Changes

Categories
  • Revised course assessment content and methods
  • Increased use of class discussions and in-class group work
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
  • Improved grading criteria and guidance on assignments (such as stated goals and rubrics)
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Engaged in professional development about best practices for this subject
DetailsRevised course assessment and the content on the syllabus. Included more works of art by people of color. Conducted more small group discussions in class. Students had opportunities outside of the class to visit Bay Area art museums. Brought in a guest speaker to discuss issues in LGBT art and culture. I revised my lectures to bring them completely up to date.

I also utilized information from the Expanding the Circle LGBT Educator's Conference from June 2012.
Learning OutcomesALL

LGBT 21 - Stage 5 - Trinity Ordona

Assessment Activities

Assessment Methods
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionThe evaluation consisted of assessing the SLO's listed below through the methods marked above. These included 2 individual meetings with students, observation at one in-person class, data analysis of pre- and post- well-being self-assessment surveys, and planning for implementation.
Learning OutcomesALL
Number of Students18-23
Data SummaryLGBT 21 Learning Outcomes and Summary

A. Demonstrate an understanding of and correlate psychological conditioning in childhood with relationship dynamics in adulthood.

This SLO assessed the student's understanding of lesbian relationships during Wk 1 class on Gender and Social Roles and the influence of society on their personal lives and relationships. Postings from Wk 1 observation assignment (children at play, children's toys, children's movies) and reading postings demonstrate student's observation skills, critical self-reflection abilities and comprehension of how each student learned their gender roles and how they are still taught and learned today. This is most important for the lesbian, bisexual, transgender or queer student -- who usually experience discomfort in these roles -- were supported or not by their family and social group.

Assessment tools utilized are group discussions in class via online forum postings, reflective individual postings to the instructor, direct observations made at first and second Student-Faculty Meetings and analysis of Midterm paper.

B. Analyze the influence of historical, cultural, sociological, and legal factors on the lesbian dyad.

This SLO assessed the student's understanding of lesbian relationships during Wk 1 class on Gender and Social Roles and the influence of society on their personal lives and relationships. Assigned book chapters provide overview of lesbian relationships and definition of what is a "healthy relationship." Then students are required put this knowledge into practice by "introducing" themselves in a post that identifies their own gender identity, sexual orientation, gender role, physical sex and relationship status to the class. Wk. 17 on Children, Family and Community and Children and Wk 18 on Health and Aging for Singles & Couples place the individual's family and relationship history in broader social contexts where intolerance of lesbianism can be a real life issue in terms of same sex marriage, adoption, parenting, health and aging disparities, relative to heterosexual people and their families.

Assessment tools utilized are group discussions in class via online forum postings, reflective individual postings to the instructor, direct observations made at first and second Student-Faculty Meetings and analysis of Midterm paper.

C. Evaluate the impact of difference on relationship dynamics, particularly in the areas of ethnicity, class, and culture.

Activity, reading and posting assignments in Wk 4 on Money require students to identify their spending patterns to determine what they learned about class, money and power, and if they have a spending problem or not and how, if any, class or money was a problem in their family of origin or any past/current relationship. Reading and posting assignments in Wks 15 and 16 on Cross-Racial/Cross-Cultural Relationships and Intra-Racial/Intra-Cultural Relationships require students to reflect on their current or past experience with difference and sameness in the areas of ethnicity and culture.

Assessment tools utilized are group discussions in class via online forum postings, reflective individual postings to the instructor, direct observations made at first and second Student-Faculty Meetings and analysis of "Money" assignment.

D. Demonstrate an understanding of alcohol and drug abuse patterns and identify corresponding relationship issues common among adult children of alcoholics.

Reading and posting assignments in Wk 6 on Sexual Trauma and Its Effect on Self and Relationships and Wk 14 on Healing a Broken Heart: Recovery and Reconciliation demonstrate students understanding of these issues. Furthermore, students are encouraged to attend a CCSF event, "Sexual Healing: Touching the Hurt and Releasing the Pain," an all-day workshop for women survivors of trauma and sexual violence. Students postings from earlier classes (Identifying My Relationship Issues, Wk 1; Sensuality and Sexuality: Giving and Receiving with Honesty and Integrity, Wk 7) come back around to reconciling and recovering from one's difficult past, should that be the case for a student.

Assessment tools utilized are group discussions in class via online forum postings, reflective individual postings to the instructor, direct observations made at first and second Student-Faculty Meetings and analysis of Midterm paper.

E. Synthesize the complexity of sexual and gender orientation with the social construction of sexuality; relate these dynamics to the stages of lesbian identity development and to the foundation of relationship.

This SLO assessed the student's understanding of "female" and "male" gender roles as learned from their family of origin and now critiqued as an adult, based on their own personal relationship experience in same-gender and/or cross-gender relationships. Of special concern is the student's recognition of balance/imbalance, equity/inequity and equality/inequality in gender roles either in family of origin or own personal relationship(s). Assessment tools utilized are postings based on these assignments: role play (Power and Decision-Making), group discussions in class via online forum postings on Money, Power and Sex (course topics), "Identify My Relationship Issues," and "What is the Stage of My Relationship." Additionally, students demonstrated proficiency by discussing these elements learned in their Midterm paper.

F. Demonstrate an ability to critically analyze the pressures and problems brought to bear on lesbian relationships by societal and familial homophobia.

Same as A and B.

G. Improve critical-thinking skills through class discussions, analysis of assigned journal articles, exam preparation, and essay writing.

This SLO was primarily assessed by a mid-term essay where students demonstrated their understanding of relationship issues (money, power, sex) by telling their own relationship story focused on one of these themes. Students are required to provide at least two citations in their essay. Students then read and reply to the posted midterm essay of classmate, thus broadening the scope of experience to learn from in the class. At least one library research required assignment also provided basis to discern student's critical thinking skills. Lastly, direct observations during two required Student-Faculty meetings also took place.

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff in my same department
  • Faculty and staff from across the college
Data Sharing Methods

Face-to-face meetings

Next Steps PlannedThe assessment did not reveal any need to make any course content changes, as student who complete the course demonstrate a marked improvement in well-being by the end of the 18-week class.

However, the problem is to provide support to troubled students earlier in the semester so that they complete the course. It was also suggested to have the 1st Student-Faculty meeting over a longer period of time so that these students can find the social or counseling support they need. Early face-to-face interactions may be critical in this process.
Learning OutcomesALL

Changes

Categories
  • Updated course SLOs via the Curriculum Committee
  • Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review
DetailsMore Outside Class Opportunties:

Establish early precedent for Student-Faculty communication by encouraging appointments and establishing more flexible office hours (2 campus sites; evening meeting; more telephone/Skype opportunities).

SLO: Revise and shorten the SLOs from 7 by combing into 3 broader categories (planned for Fall 2013).
Learning OutcomesALL

LGBT 24 - Stage 4 - Edward Kaufman

Assessment Activities

Assessment Methods

Student self-assessments ( such as reflective journals and surveys)

Assessment DescriptionStudents provide 10 personal reflections and journals on challenging aspects of gay male relationships throughout the semester. This allows the instructor to modify course content to reflect the progression towards the learning outcomes.
Learning OutcomesAll:

1. Recognize the impact of male socialization and homophobia on gay male relationships.

2. Identify common stages in gay relationships.

3. Understand issues relating to dating, intimacy and sex, and their impact on gay relationships.

4. Recognize the impact of differences (such as age, ethnicity, and class) on gay relationships.

5. Develop the ability to listen effectively and communicate clearly.

6. Learn how to resolve conflicts with other men.
Number of Students25
Data SummaryAll students in the class were able to articulate in their own words, the impact of male socialization and homophobia on the development of gay male relationships.

All students were also able to discuss common stages of gay male relationships and common challenge areas.

All students were able to discuss and understand issues relating to dating, intimacy, and sex and their impact on gay relationships.

A Majority of students -approximately 75%- were able to recognize the impact of differences on gay relationships.

Few students were able to truly develop the ability to listen effectively and communicate clearly, but all students were able to further their knowledge in these areas. All students were able to articulate at least 3 tools of effective communication.

All students were able to articulate ways of resolving conflicts with other men, but a much smaller percentage of them were able to effectively use these tools to resolve conflicts.

Data Analysis

Data Shared With

Students

Data Sharing Methods
  • Face-to-face meetings
  • Shared documents files
Next Steps PlannedAs a result of the assessment, three specific changes were implemented within the course. First, another textbook was required for the course, The Velvet Rage, by Alan Dowds, which further address issues of gay male socialization, homophobia and its effect on gay men. Second, specific lecture content was added to discuss methods of resolving conflict effectively. Finally, a class on ending a relationship was added to the course.
Learning Outcomes1. Recognize the impact of male socialization and homophobia on gay male relationships.

2. Identify common stages in gay relationships.

3. Understand issues relating to dating, intimacy and sex, and their impact on gay relationships.

5. Develop the ability to listen effectively and communicate clearly.

6. Learn how to resolve conflicts with other men.

Changes

Categories
  • Updated course SLOs via the Curriculum Committee
  • Increased use of class discussions and in-class group work
  • Created new or revise existing activities/assignments
  • Updated or revised lecture content
  • Created or expanded existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials)
  • Used new equipment or supplies to modify class activities
  • Engaged in professional development about best practices for this subject
DetailsAs mentioned earlier, increased required textbook by including The Velvet Rage. Also changed significant course lectures to include content on communication styles, resolving conflict, and ending a relationship. Also included new articles for students use.
Learning OutcomesAll

1. Recognize the impact of male socialization and homophobia on gay male relationships.

2. Identify common stages in gay relationships.

3. Understand issues relating to dating, intimacy and sex, and their impact on gay relationships.

4. Recognize the impact of differences (such as age, ethnicity, and class) on gay relationships.

5. Develop the ability to listen effectively and communicate clearly.

6. Learn how to resolve conflicts with other men.

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